The literature suggests that children with autism spectrum disorder (ASD) educated in inclusive settings generally do not interact with typically developing classmates during social activities. This study assessed whether an intervention package consisting of interest-based structured play activities involving adult instruction, modeling, and…

A social skill training program involving play behaviors of three young girls (five-seven years old) nominated by teachers for social skills intervention suggested that peer reciprocity may facilitate the maintenance of children's play invitations over time. (CL)

Two nonhandicapped preschoolers were taught strategies thought to facilitate interaction and were prompted to use these strategies during free play with three handicapped (behavior disordered) classmates. The intervention resulted in higher rates of interaction for each of the handicapped children that persisted above baseline levels after teacher…

This study investigated the effects of teaching sociodramatic scripts on interactions among three triads, each containing two typical preschool children and one child with autistic characteristics. Results supported the inclusion of systematic training of scripts to enhance interaction among children with and without disabilities during…

This study investigated the effects of a peer-mediated intervention on the social interaction of five triads composed of preschoolers with autism and typical peers. Improved rates of social interaction during play were clearly associated with the peer intervention for four of the five children with autism. (Author/DB)

Supervisors of three integrated preschools were trained in a collaborative team approach to promoting children's peer interactions. Training resulted in classroom teachers increasing behaviors directed toward children with disabilities, a doubling of interactive play of children with disabilities, and increases in interactive play of comparison…